Books

How Learning Works: Seven Research-Based Principles for Smart TeachingSusan A AmbroseMain Collection LB1025.3. H68 2010Also available in Ebook form
From the Inside Flap: Any conversation about effective teaching must begin with a consideration of how students learn. However, instructors may find a gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap. In this volume, the authors introduce seven general principles of learning, distilled from the research literature as well as from twenty-seven years of experience working one-on-one with college faculty. They have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; and organizational behavior) to identify a set of key principles underlying learning-from how effective organization enhances retrieval and use of information to what impacts motivation. These principles provide instructors with an understanding of student learning that can help them see why certain teaching approaches are or are not supporting student learning, generate or refine teaching approaches and strategies that more effectively foster student learning in specific contexts, and transfer and apply these principles to new courses. For anyone who wants to improve his or her students' learning, it is crucial to understand how that learning works and how to best foster it. This vital resource is grounded in learning theory and based on research evidence, while being easy to understand and apply to college teaching.

Academically Adrift: Limited Learning on College CampusesRichard Arum and Josipa RoksaMain Collection LA227.4. A78 2011
Are undergraduates really learning anything once they get to college? The answer is no. As troubling as their findings are, the authors argue that for many faculty and administrators this conclusion will come as no surprise and is the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.

Open to Question: The Art of Teaching and Learning by InquiryWalter L BatemanMain Collection LB2331. B377 1990
Bateman demonstrates the power of inquiry teaching to transform learning from a passive process to a dynamic, enjoyable adventure. Inquiry teaching, unlike traditional methods, shows that truth is not revealed in a teacher's lectures but rather in the rigorous application of the students' sharpening intelligence.

The Power of Critical Theory: Liberating Adult Learning and TeachingStephen BrookfieldMain Collection LC5225.L42 B77 2005
The Power of Critical Theory presents powerful arguments for the importance of critical theory in fostering the kind of learning that leads to a truly democratic society, and it explores a number of tasks for adult learners including learning to challenge ideology, contest hegemony, unmask power, overcome alienation, learn liberation, reclaim reason, and practice democracy." "The Power of Critical Theory examines the work of such noted theorists as Adorno, Horkheimer, Foucault, Althusser, Gramsci, Fromm, Marcuse, and Habermas. Brookfield guides readers through key concepts and explains which theorist is most closely identified with each concept."-Jacket.

Internalizing Higher Education: Enhancing Teaching, Learning and CurriculumSally Brown and Elspeth JonesMain Collection LC1090. I5797 2008
Explores how to broaden the approaches to learning and teaching in the higher/further education environment. This book considers a range of questions about how to bring in global perspectives to the learning environment and education provision

Better Teaching, More Learning: Strategies for success in Postsecondary SettingsJames R DavisMain Collection LB2331. 44. D38 1993
Contents: Clear Thinking about Teaching - pt. I. The Perspectives. The Subject. The Setting. The Students - pt. II. The Teaching Strategies. Training and Coaching. Lecturing and Explaining. Inquiry and Discovery. Groups and Teams. Experience and Reflection - Choosing and Using the Teaching Strategies. Sturman - Some reflections on collaborative language teaching / Kathleen M. Bailey, Ted Dale and Benjamin Squire - The power of observation : "Make a wish, make a dream, imagine all the possibilities!" / Jerry G. Gebhard and Akiko Ueda-Montonaga - A teacher research group in action / Sandra R. Schecter and Rafael Ramirez - Putting a process syllabus into practice / Roger Budd and Tony Wright - Toward a collaborative approach to curriculum development : a case study / David Nunan.

Interdisciplinary Courses and Team Teaching: New Arrangements for LearningJames R DavisMain Collection LB2361.5. D38 1995
In Interdisciplinary Courses and Team Teaching: New Arrangements for Learning, James R. Davis explains the benefits and pitfalls of interdisciplinary, team-taught courses and provides current, practical information on how to design and conduct them. Using examples from existing courses, he presents a convincing argument that team-taught, interdisciplinary classes are an improvement over the traditional disciplinary.

Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to LearningMary E Huba and Jann E FreedMain Collection LB2331. H83 2000
This resource is a well-constructed introduction to learner-centered assessment, complete with practical, ready-to-implement assessment techniques. Designed to bring you up to speed quickly, the book is grounded in the principles of constructivist learning theory and continuous improvement. It helps you to connect with what you already know about assessment, integrate that knowledge with new information, and try new approaches to enhance your students' learning. You see clearly what it means to shift from a teacher-centered paradigm of instruction to a learner-centered paradigm.-Jacket.

Creating Significant Learning Experiences: An Integrated Approach to Designing College CoursesL Dee FinkMain Collection LB2331. F495 2003Also available in Ebook form
"Creating Significant Learning Experiences also offers valuable recommendations on what various organizations in higher education can do to more effectively support better teaching. Based on the six key needs of faculty interested in changing the way they teach, Fink identifies several specific actions for decision makers in colleges and universities, accrediting agencies, funding agencies, journals on teaching, and disciplinary associations." "This book presents an exciting vision of what higher education might be, accompanied by practical advice on how to make that vision a reality."-Jacket

A Handbook for Teaching and Learning in Higher Education: Enhancing Academic PracticeHeather Fry, Steve Ketteridge, and Stephanie MarshallReference Collection LB2331. H3145 2009
This handbook is sensitive to the competing demands of teaching, research and scholarship and academic management. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, this updated and expanded edition includes new material on for example, e-learning.

Contextual Teaching and Learning: What it is and why it's here to StayElaine B JohnsonMain Collection LB1027. J545 2002
Contextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives. Johnson discusses the elements of the brain-compatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment. Drawing on the practices of teachers in kindergarten through university, Johnson provides numerous examples of how to use each part of the CTL system

Teaching Students to Think CriticallyChet MeyersMain Collection (2) LB1590.3. M49 1986
Contents: Part 1: Understanding Critical Thinking, Part 2: Steps in Teaching Critical Thinking, Part 3: Building Commitment to Critical Thinking in College

Creating the Teachable Moment: An Innovative Approach to Teaching & LearningDarlene L StewartMain Collection LB1025.3. S75 1993
Presents a new way of looking at the process of learning, arguing that the quality of education can only occur when teachers are in the mood to teach and students are in the mood to learn. It shows teachers how to generate a climate of stability and well-being among themselves and their students

10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching CompetenciesDonna Walker TilestonMain Collection LB1775.2. T54 2000
This book incorporates information about learning styles and standards into a classroom instructional model that all teachers can use

Learner-Centered Teaching: Five Key Changes to PracticeMaryellen WeimerMain Collection LB2331. W39 2002Also available in Ebook form via EBSCOHost
Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.-Jacket.